Prospective Teachers' Views on the Impact of Competitive Educational Practices on Students

Yıl 2024, , 80 - 91, 31.03.2024

Ayhan Ural

https://doi.org/10.38151/akef.2024.131

Öz

This study aims to determine “prospective teachers’ perspectives on the impact of competitive practices in formal basic education on students”. Bearing a descriptive qualitative nature, this research utilizes the phenomenology design among qualitative research methods. The research study group consists of 205 fourth-year students attending Gazi University, Gazi Faculty of Education during the 2021-2022 academic year spring semester. The study's data were collected through an interview form created by the researcher. The research data were analyzed using the interpretative phenomenological analysis method, grouped by observation frequency and percentage distributions, and interpreted based on the relevant literature. According to the study's findings, prospective teachers believe that competitive practices in education negatively affect students in terms of stress, blame, tension, hostility, ruthlessness, anxiety, pressure, exclusion, and violence. Ending such practices to protect students from the negative impacts of competitive practices in formal basic education can be recommended. Additionally, awareness among prospective teachers and teachers can be supported by including courses or topics related to competitive educational philosophy in teacher training and in-service training curriculums.

Anahtar Kelimeler

Competition, rivalry, competition in education, rivalry in education, competitive educational philosophy

Etik Beyan

Gazi University Ethics Committee, Date: 28.02.2022, Number: E.300293

Eğitimdeki Yarışmacı Uygulamaların Öğrenciler Üzerindeki Etkisine İlişkin Öğretmen Adaylarının Görüşleri

Öz

Bu çalışmanın amacı, “örgün temel eğitimdeki yarışmacı uygulamaların öğrenciler üzerindeki etkisine ilişkin öğretmen adaylarının görüşleri”ni belirlemektir. Betimsel bir nitelik taşıyan araştırmada, nitel araştırma yöntemlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 öğretim yılı bahar döneminde Gazi Üniversitesi, Gazi Eğitim Fakültesinde öğrenim gören 205 dördüncü sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri, araştırmacı tarafından oluşturulan görüş formu yardımıyla toplanmıştır. Araştırma verileri, gözlem sıklığı ve yüzdesel dağılımlara gruplandırılarak, yorumlayıcı fenomenolojik analiz yöntemiyle çözümlenmiş ve ilgili alanyazına dayalı olarak yorumlanmıştır. Araştırma sonuçlarına göre öğretmen adayları, eğitimdeki yarışmacı uygulamaların öğrencileri; stres, suçlama, gerginlik, düşmanlık, acımasızlık, kaygı, baskı, dışlanma, şiddet konularında daha çok olumsuz etkilediği görüşünde olduğu belirlenmiştir. Öğrencileri örgün temel eğitimdeki yarışmacı uygulamaların olumsuz etkisinden korumak için yarışmacı uygulamalara son verilmesi önerilebilir. Ayrıca, öğretmen yetiştirme ve hizmetiçi eğitimi öğretim programlarına yarışmacı eğitim anlayışına ilişkin ders veya konular eklenerek öğretmen adaylarının ve öğretmenlerin bilinçlenmesi desteklenebilir.

Anahtar Kelimeler

Yarışma, rekabet, eğitimde yarışma, eğitimde rekabet, yarışmacı eğitim anlayışı.

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